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Wade, Carol H.; Sonnert, Gerhard; Sadler, Philip M.; Hazari, Zahra – American Secondary Education, 2017

Using data from the first National study on high school preparation for college calculus success, the Factors Influencing College Success in Mathematics (FICSMath) project, this article connects student high school instructional experiences to college calculus performance. The findings reported here reveal that students were better prepared for…

Descriptors: Transitional Programs, Secondary School Mathematics, College Mathematics, Calculus

Travers, Steven T. – ProQuest LLC, 2017

Many developmental mathematics programs at community colleges in recent years have undergone a process of redesign in an attempt increase the historical poor rate of student successful completion of required developmental coursework. Various curriculum and instructional design models that incorporate methods of avoiding and accelerating the…

Descriptors: Statistical Analysis, Mathematics Instruction, Mathematics Anxiety, Acceleration (Education)

Sadler, Philip; Sonnert, Gerhard – Journal for Research in Mathematics Education, 2018

This study addresses a longstanding question among high school mathematics teachers and college mathematics professors: Which is the best preparation for college calculus-- (a) a high level of mastery of mathematics considered preparatory for calculus (algebra, geometry, precalculus) or (b) taking calculus itself in high school? We used a data set…

Descriptors: Secondary School Mathematics, High School Students, Mathematics Instruction, Calculus

Childers, Annie Burns; Lu, Lianfang – Journal of Developmental Education, 2017

Failures of developmental mathematics education are no secret. As a response to improve the success of students enrolled in these courses, different redesign efforts have been implemented across the country. This study reports on one redesign effort that began in Fall 2012. The new design consisted of mastery learning in computer-based…

Descriptors: Computer Assisted Instruction, Mastery Learning, Remedial Mathematics, College Mathematics

Wakefield, Nathan; Champion, Joe; Bolkema, Jessalyn; Dailey, Douglas – International Journal of Research in Undergraduate Mathematics Education, 2018

The purpose of this study was to investigate implementation of an early intervention mastery activity during the first two weeks of college algebra and precalculus courses at a large U.S. public university. Statistical modeling of (N = 935) students' performance in the courses, including a logistic regression model of pass/fail course achievement…

Descriptors: Algebra, Calculus, Mastery Learning, Mathematics Instruction

Dula, Mark E.; Lampley, Sandra A.; Lampley, James H. – Journal of Learning in Higher Education, 2018

The purpose of this study was to determine if the 1- and 2-term retention rates for students with the same ACT mathematics subsection scores were different between students who took a regular section of Probability and Statistics and students who took a learning support section of the same course. The subjects of this study were 2,714 students…

Descriptors: Undergraduate Students, Probability, Statistics, Academic Persistence

Gansemer-Topf, Ann M.; Kollasch, Aurelia; Sun, Jie – Journal of College Student Retention: Research, Theory & Practice, 2017

Improving student persistence, especially in science, technology, engineering, and mathematics (STEM) fields, continues to be at the forefront of national educational policy discussions. Living in university housing, with its focus specifically on assisting students in transition, has consistently been positively related to student persistence.…

Descriptors: STEM Education, Academic Persistence, On Campus Students, College Freshmen

McAlpin, Elizabeth; Shilane, David; Kalaycioglu, Selin – Journal of Computers in Mathematics and Science Teaching, 2018

Large foundational courses delivered in lecture halls are disadvantaged in eliciting participation from all students and maintaining engagement throughout the class session. We introduced a question-driven method facilitated by an audience response system, namely TopHatâ„¢, that allows the instructor to engage students in solving Calculus problems…

Descriptors: Audience Response Systems, Mathematics Instruction, Outcomes of Education, Instructional Effectiveness

Rickard, Brian; Mills, Melissa – International Journal of Mathematical Education in Science and Technology, 2018

Tutoring centres are common in universities in the United States, but there are few published studies that statistically examine the effects of tutoring on student success. This study utilizes multiple regression analysis to model the effect of tutoring attendance on final course grades in Calculus I. Our model predicted that every three visits to…

Descriptors: Mathematics Instruction, College Mathematics, Calculus, Tutoring

Tintle, Nathan; Clark, Jake; Fischer, Karen; Chance, Beth; Cobb, George; Roy, Soma; Swanson, Todd; VanderStoep, Jill – Journal of Statistics Education, 2018

The recent simulation-based inference (SBI) movement in algebra-based introductory statistics courses (Stat 101) has provided preliminary evidence of improved student conceptual understanding and retention. However, little is known about whether these positive effects are preferentially distributed across types of students entering the course. We…

Descriptors: Statistics, College Mathematics, College Preparation, Mathematical Concepts

Cousins-Cooper, Kathy; Staley, Katrina N.; Kim, Seongtae; Luke, Nicholas S. – European Journal of Science and Mathematics Education, 2017

This study aims to investigate the effectiveness of the Emporium instructional method in a course of college algebra and trigonometry by comparing to the traditional lecture method. The math emporium method is a nontraditional instructional method of learning math that has been implemented at several universities with much success and has been…

Descriptors: College Students, College Mathematics, Algebra, Teaching Methods

Nielson, Perpetua Lynne; Bean, Nathan William Bean; Larsen, Ross Allen Andrew – Statistics Education Research Journal, 2018

We examine the impact of a flipped classroom model of learning on student performance and satisfaction in a large undergraduate introductory statistics class. Two professors each taught a lecture-section and a flipped-class section. Using MANCOVA, a linear combination of final exam scores, average quiz scores, and course ratings was compared for…

Descriptors: Educational Technology, Technology Uses in Education, Homework, Video Technology